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Exploring Personality Development Theories and Self-Concept Evolution

Understand the definition and principles of personality, psychoanalytic and trait theories, emergence of self-concept, and temperament in infancy impacting later personality. Explore self-esteem changes, adolescent self-conceptualization, and factors influencing identity development. Discover how vocational choices and cultural factors shape identity. Examine personality changes in adulthood and reasons for stability or change.

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Exploring Personality Development Theories and Self-Concept Evolution

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  1. CHAPTER 11SELF AND PERSONALITY

  2. Learning Objectives • How is the personality typically defined, and what are the five principles of defining personality? • How do psychoanalytic, trait, and social learning theories explain personality development?

  3. Personality • An organized combination of attributes, motives, values, and behaviors • Patterns of traits • Unique to each individual • Consistent across situations and time • Self-Concept: Perceptions • Self Esteem: Evaluation • Identity: Overall sense of who you are

  4. McAdams and Pals (2006) Five Principles • Personality shaped by evolution for adaptation to environment • People differ in dispositional traits • People differ in characteristic adaptations • Each has a unique life story • Cultural and situational influences ever present

  5. Psychoanalytic Theory: Sigmund Freud • Three parts of the personality • Selfish Id; Rational Ego; Moralist Superego • Stages of psychosexualdevelopment • Biological: ends at sexual maturity • Personality formed in first 5 years • Childhood anxieties become adult traits

  6. Psychoanalytic Theory: Erik Erikson • Emphasized • Social influences • Rational ego • Life-span development • Crisis-Oriented Stages Result From: • Maturational forces • Social demands

  7. Trait Theory • Psychometric Approach • Personality: a set of traits • Individual differences in each trait • Measurement approach • “Big Five” - Universal and stable • Evidence of genetic basis • Universal

  8. Social Learning Theory • Personality: A set of behavior tendencies • Shaped by interactions • Found in specific social situations • No universal stages • Not enduring traits • People change as environment changes • Situational influences important • E.g., cheating

  9. Learning Objectives • How does self-concept emerge during infancy and how does it change across the life span? • How has infant temperament been categorized? • How do these temperament styles interact with caregiver characteristics? • How does temperament relate to later personality?

  10. Infancy:The Emerging Self • First 6 months: Discover physical self • Joint attention at about 9 mo • Difference in perceptions can be shared • Self-recognition about 18 months • Categorical self (age, sex): 18 – 24 months • Based on cognitive development • Requires Social Experience • The looking-glass self: a “reflection”

  11. Temperament • Seen in infancy • Genetically based • Tendencies to respond in predictable ways • Building blocks of personality • Goodness of Fit (Thomas & Chess) • Parenting techniques • Learning to interpret cues • Sensitive responding

  12. Leaning Objectives • What changes occur in the development of children’s self-esteem? • What factors influence self-esteem? • How does personality evolve over childhood and what do children understand of their personality?

  13. Changes in Self-Concept: age 8 • Include psychological, social qualities • Previously used only physical traits • Increased Use of: • Social comparison, multidimensionality • Hierarchy with self-worth on top • More accurate self evaluations • Widening gap between ideal-self and real-self

  14. Contributions to Higher Self-Esteem • Competence! • Positive social feedback • Warm democratic parents • Social comparisons that are positive • Some temperament traits established • Will develop into adult traits

  15. Learning Objectives • How do adolescents conceptualize their selves, including self-esteem and personality? • What factors influence the development of identity during adolescence? • How do adolescents make vocational choices and how does work affect adolescents’ identities?

  16. The Adolescent • Increased awareness of psychological and abstract traits • Self-concept more integrated • Self-esteem dips temporarily, rebounds • Erikson’s Stage of Identity vs. Role Confusion • “Who Am I?” • Can last as long as into early 30s

  17. Marcia’s Ego Identity Statuses • Diffusion: “Hey wait a minute – they didn’t know everything. Maybe I’m not who they said I was.” (No crisis. No commitment) • Foreclosure: “I’ll be a (Catholic, Democrat, doctor, etc.) because that’s what they told me was right.” (Commitment without crisis) • Moratorium: “Who am I? What is right? Who will I become?” (Crisis, no commitment) • Identity Achieved: “I can make my own life choices.” (Commitment, evolved from crisis)

  18. The Four Identity Statuses as They Apply to Religious Identity

  19. Identity Achievement • Ethnic Identity begins in infancy • Vocational Identity - increasingly realistic • “Goodness of fit” becomes useful • Influential Factors • Cognitive development • Openness to experience trait • Warm, democratic parenting • Culture that encourages exploration

  20. Learning Objectives • How does personality change during adulthood? • Why do people change or remain the same? • How does culture influence personality

  21. Self-Concept and Adulthood • Stable Self-Esteem • Generally good • Ability to adjust ideal to real self • Evaluate self with different standards • Comparisons with age-mates • Related to stable personality traits • Losses in self-esteem in later old age

  22. Changes in Personality • Cross-sectional studies show more changes • Longitudinal, Cross-Cultural Studies • Adulthood: achievement and confidence • Older adults • Decrease: activity level, openness to experience • Increase: introversion, emotional stability, conscientiousness

  23. Influences on Personality Change • Heredity • Earlier experiences • Stability of environment • Biological factors (e.g., disease) • Poor person-environment fit

  24. Learning Objectives • What is the focus of each of Erikson’s psychosocial stages? • What factors can influence how each crisis is resolved?

  25. Adulthood – Erikson and Research • Identity provides for intimacy in young adulthood • More traditional women solve identity crisis after intimacy (marriage, children) • Midlife generativity supported • “Midlife crisis” not supported • Integrity in old age supported • Includes life review • Life Stories: narrative identity approach

  26. Learning Objectives • How do career paths change during adulthood? • How do adults cope with age-related changes that affect their working selves? • How are older adults influenced by retirement? • How can we characterize successful aging?

  27. Vocational Development • Young adults: Career exploration • Thirties: Settling down • Forties & Fifties: Career peaks • Older Workers • Competent, satisfied, and positive • Selective optimization with compensation

  28. Retirement • Average age 63 • Adjustment phases • Success Factors: • Person-environment fit • Selective optimization with compensation • Disengagement versus Activity Theory • Support for activity theory

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